Metacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students’ Study Skills

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ID: 70869
2017
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Abstract
Many first-year biology students begin college with high aspirations but limited skills in terms of those needed for their success. Teachers are increasingly focused on students’ lack of metacognitive awareness combined with students’ inability to self-regulate learning behaviors. To address this need, we have designed a series of out-of-class assignments to provide explicit instruction on memory and learning. Our metacognition modules consist of six video assignments with reflective journaling prompts, allowing students to explore the relationship between the learning cycle, neuroplasticity, memory function, expert and novice thinking, and effective study strategies. By setting lessons on improving study behavior within a biological context, we help students grasp the reason for changing their behavior based on an understanding of biological functions and their application to learning. Students who complete these scaffolded journaling assignments show a shift toward a growth mindset and a consistent ability to evaluate the efficacy of their own study behaviors. In this article, we discuss the modules and student assignments, as well as provide in depth support for faculty who wish to adopt the modules for their own courses.
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cardinale2017metacognitionjournal Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Cardinale, Jean A.;Johnson, Bethany C.;
Journal journal of microbiology & biology education
Year 2017
DOI
DOI not found
URL
http://jmbesubmissions.asm.org/index.php/jmbe/article/view/1212
Keywords
Education Biology (General) Medicine (General) psychology sports education (general) special aspects of education mathematics bibliography. library science. information resources information resources (general)

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